Document Type : Research Paper

Authors

1 Ph.D in Psychology and Education of Exceptional Children, Department of Psychology, Payame Noor University, Tehran, Iran

2 Ph.D Student in Psychology, Department of Psychology, Urmia University, Urmia, Iran

3 Ph.D Student of Psychology, Department of Psychology, Urmia University, Urmia, Iran

4 M.A in Educational Psychology, Department of Psychology, Payam-e-Nour University, Tehran, Iran

5 Assistant Professor in Psychology, Faculty of Educational Sciences & Psychology, University of Tabriz, Tabriz, Iran.

6 M.A. in General Psychology, Faculty of Educational Sciences & Psychology, University of Tabriz, Tabriz, Iran.

Abstract

Considering the extent of developmental-behavioral problems, existing questionnaires assess the limited aspects of these problems. Developmental -Behavioral Problem Questionnaire (FTF) is more comprehensive than other tools and made with a comprehensive look at these problems. The purpose of this study was to validate this questionnaire in Iranian society. The present study is descriptive. A sample of 700 individuals was selected through cluster sampling from Tehran, East Azarbaijan, Isfahan, Ahvaz and Kurdistan provinces, 55 subjects were excluded from the statistical analysis due to incomplete response to the questionnaires, in this way, the final sample was reduced to 645 mothers. Data were analyzed using SPSS software version 25 and LISREL. The present questionnaire consists of 18 dimensions. The reliability coefficients of the dimensions of the questionnaire are between 0/486 (defective in organizing) and up to 0/916 (academic skill deficiency). And also with regard to the fitting indicators reported, the six-factor model is considered to be the best-fit model. According to the findings of the present study, the developmental -Behavioral problems (FTF) questionnaire(FTF) in Iranian society as a tool for evaluating developmental-behavioral problems has a good validity. And can be used as a valid tool in clinical and research settings.

Keywords

برک، لورا. ای (2007). روان‌شناسی رشد از لقاح تا کودکی (جلد اول). ترجمه یحیی سیدمحمدی (1398). تهران: ارسباران.
عبدالمحمدی، کریم.، علیزاده، حمید.، غدیری، فرهاد.، طیب­لی، معصومه.، فتحی، آیت­اله. (1396). بررسی ویژگی­های روان­سنجی پرسشنامه درجه­بندی رفتاری کارکردهای اجرایی ( بریف) در کودکان 6 تا 12 سال. فصلنامه اندازه‌گیری تربیتی، (8) 30، 151-135
فرامرزی، سالار.کیانی، محبوبه. لاهیجانیان، زهرا. (1397). ساخت، روایی‌سنجی و اعتبار یابی مقیاس رشد زبانی کودکان. فصلنامه اندازه‌گیری تربیتی، (8) 31، 31-1
Airaksinen, E.M., Michelsson, K., Jokela, V. (2004). The occurrence of inattention, hyperactivity, impulsivity and coexisting symptoms in a population study of 471 6–8-year-old children based on the FTF (Five to fifteen) questionnaire. Eur Child Adolesc Psychiatry.13 (3):23-30.
Aly, Z., Taj, F., Ibrahim, S. (2010). Missed opportunities in surveillance and screening systems to detect developmental delay: A developing country perspective. Brain and Development; 32 (2): 90-7.
Beltrán-Ortiz, M.F., de Barra, H.T., Franzani, P., Martinich, C., Castillo, R.D. (2012). The Five to Fifteen Questionnaire (FTF) for a Comprehensive Assessment of Development: Psychometric Properties and Characterization of a Sample of Chilean Children. terapia psicologica; 30 (3): 31-47
Bohlin, G., & Janols, L. O. (2004). Behavioural problems and psychiatric symptoms in 5–13 year-old swedish children—A comparison of parent ratings on the FTF (five to fifteen) with the ratings on CBCL (child behavior checklist). European Child & Adolescent Psychiatry; 13 (3), 14–22.
Farooqi, A., Hagglof, B., & Serenius, F. (2013). Behaviours related to executive functions and learning skills at 11 years of age after extremely preterm birth: A Swedish national prospective follow-up study. Acta Paediatrica, 102 (6), 625–634.
Glascoe, F.P. (2005). Screening for developmental and behavioral problems. Mental retardation and developmental disabilities research reviews; 11 (3): 173-9.
Kadesjo, B., Janols, L., Korkman, M., Mickelsson, K., Strand, G., Trillingsgaard, A., et al. (2004). The FTF (five to fifteen): The development of a parent questionnaire for the assessment of ADHD and comorbid conditions. European Child & Adolescent Psychiatry, 13 (3), 3–13.
Lambek, R., Trillingsgaard, A. (2015). Elaboration, validation and standardization of the five to fifteen (FTF) questionnaire in a Danish population sample. Research in Developmental Disabilities, 38 :161–170
Lindblad, I., Gillberg, C., & Fernell, E. (2011). ADHD and other associated developmental problems in children with mild mental retardation. The use of the ‘‘Five-to-fifteen’’ questionnaire in a population-based sample. Research in Developmental Disabilities, 32 (6), 2805–2809.
Lugnegård, T., Bejerot, S. (2019). Retrospective parental assessment of childhood neurodevelopmental problems: the use of the Five to Fifteen questionnaire in adults, BJPsych Open. 5, e42, 1–5.
Lung, F.W., Chiang, T.L., Lin, S.J., Lee, M.C., Shu, B.C. (2010). Child developmental screening instrument from six to thirty-six months in Taiwan Birth Cohort Study. Early Human Development; 86 (1): 17-21.
Möricke, E., Buitelaar, J.K., Rommelse, N.N.J. (2016). Do we need multiple informants when assessing autistic traits? The degree of report bias on offspring, self, and spouse ratings. J Autism Dev Disord; 46: 164–75.
Staikova, E., Gomes, H., Tartter, V., McCabe, A., & Halperin, J. M. (2013). Pragmatic deficits and social impairment in children with ADHD. Journal of Child Psychology and Psychiatry, 54 (12), 1275–1283.
Tsai, H.L.A., McCleilopd, M.M., Pratt, C., Squires, J. (2006). daptation of the36-month ages and stages questionnaire in Taiwan: Results from a preliminary study. J Early Intervention;28: 213-225.
Vameghi, R., Marandi, AR., Sajedi, F., Soleimani, F., Shahshahanipour, S., Hatamizadeh, N., et al. (2009). Developing a comprehensive program for promotion of development in Iranian children. Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.